White Americans higher in prejudice were less likely to vote for Barack Obama than other Americans. Recent research also demonstrated that supporters and opponents of Mr. Obama engaged in skin tone biases, i.e., they perceive Mr. Obama's skin tone as lighter or darker in line with more positive or negative views of him. Across two studies we hypothesized that skin tone biases occur as a function of two independent sources: racial prejudice, which is always related to skin tone bias, and political partisanship, which is related to skin tone bias primarily during elections. Study 1 assessed perceptions of Mr. Obama's skin tone shortly before and after the 2008 Presidential election, and shortly after the first inauguration. Study 2 assessed perceptions in the middle of his first term, immediately prior to the 2012 Presidential election, and 1 year into his second term in office. Consistent with our hypothesis, we found that partisan skin tone bias was limited to the election period, whereas prejudice-based skin tone biases occurred independent from any election.With the election of Barack Obama as 44th President of the United States, a racial barrier fell: For the first time, an African American and a biracial individual had been elected to the highest office in the land. 1 However, as recent research demonstrates, Mr. Obama's election did not signify an end of racial bias with implicit and explicit racism being a major predictor as to whether voters supported ].We are indebted to Kevin Lanning for his editorial guidance as well as three anonymous reviewers whose insights and criticism helped to improve this article. We gratefully acknowledge the counsel of Michael Webster who inspired the Study 2 paradigm. 1 Barack Obama is the son of a White American mother and an African father, and this mixedrace parentage is likely responsible for his middling skin tone, which is the focus of the present research. However, Mr. Obama tends to identify himself as African American, and his race tends to be categorized by the majority of the U.S. population in the same way. Therefore, this article will refer to him as African American.

In the United States, ethnic minorities are disproportionately represented in the foster care system and underrepresented among potential adoptive parents. The need to find permanent homes for foster children has led to an increase in the controversial practice of transracial adoption (TRA), wherein ethnic minority children are placed in adoptive homes with Caucasian parents. While many child welfare scholars and dependency stakeholders support TRA as a positive alternative to foster care, others are concerned that such adoptions may inhibit the ethnic identity development of transracially adopted children. This article documents the large number of ethnic minority children who are adopted through TRA prior to the onset of ethnic identification and how age influences which children are adopted out of foster care. The findings indicate that young ethnic minorities are significantly more likely to be adopted through TRA compared to older children, an effect especially prominent among African Americans. Implications for the child welfare system are discussed.

Los autores. Este artículo es publicado por la Revista de Investigación en Psicología de la Facultad de Psicología, Universidad Nacional Mayor de San Marcos. Este es un artículo de acceso abierto, distribuido bajo los términos de la licencia Creative Commons Atribucion -No Comercia_Compartir Igual 4.0 Internacional. (http://creativecommons.org/licenses/by-nc-sa/4.0/) que permite el uso no comercial, distribución y reproducción en cualquier medio, siempre que la obra original sea debidamente citada. ResumenSe planteó el desarrollo de una investigación aplicada, descriptivo, correlacional y transeccional. La población de estudio estuvo conformada por los estudiantes matriculados en el Ciclo Ordinario 2015-I de una Universidad de Lima (provenientes de diversas regiones de país y egresados de instituciones educativas tanto estatales como particulares). Se utilizaron como instrumentos para recoger datos, el test HAD y los resultados académicos obtenidos en los exámenes. Para el procesamiento de los datos se usó estadística descriptiva e inferencial, recurriendo al MS Excel y al SPSS versión 21. En la relación entre el diagnóstico de ansiedad y depresión con el rendimiento académico, se encontró que la mayor cantidad de alumnos su diagnóstico fue depresión normal y ansiedad normal con un rendimiento académico promedio de 757.22 puntos (equivalente en escala vigesimal a 07.57). Se encontró que el mejor rendimiento académico promedio está en el área de Ciencias Básicas, con 809.85 puntos, mientras que el menor rendimiento académico promedio corresponde al área de Ciencias Sociales, con 671.58 puntos. En el área E, que corresponde a las Ingenierías, congrega a la mayor cantidad de estudiantes diagnosticados con ansiedad y depresión. Se observa que en todas las áreas profesionales, el rendimiento académico más bajo se encuentra en el curso de Algebra; mientras que el rendimiento académico más elevado se encuentra en los cursos de Historia Universal (áreas D, E y A respectivamente) y Filosofía (áreas B y C respectivamente). Los resultados obtenidos permiten ver la relación entre las variables, sino también aplicar la consejería y/o tutoría psicológica para mejorar la tarea académica del alumno preuniversitario. Palabras clave: Depresión, rendimiento, académico, alumno, universidad Abstract The development of applied, descriptive, correlational and transectional research was considered. The study population consisted of students enrolled in the 2015-I Ordinary Cycle of a University of Lima (from different regions of the country and graduates from both state and private educational institutions). They were used as instruments to collect data, the HAD test and the academic results obtained in the exams. For the data processing, descriptive and inferential statistics were used, using MS Excel and SPSS version 21. In the relationship between the diagnosis of anxiety and depression with academic performance, it was found that the greatest number of students were diagnosed as depression Normal and normal anxiety with an average ...

El presente estudio, de índole descriptiva, no experimental y transeccional, describe las variables personalidad, inteligencia, motivación y estrategias de aprendizaje pertenecientes a 553 alumnos del CEPRE-UNMSM ingresantes, utilizando el Inventario de Personalidad de Eysenck–Forma B, el Test D-70 y el Cuestionario MSLQ–SF. Los resultados indican que los alumnos ingresantes 2013 a la UNMSM tienen tendencia al temperamento sanguíneo, en razón al factor G de la Inteligencia los ubica en la categoría superior, poseen una ansiedad moderada y utilizan, para aprender, mayormente la estrategia cognitiva y metacognitiva de elaboración, en la estrategia de administración de recursos manejan mejor la autorregulación del esfuerzo y en componentes de valor se orientan a sus metas intrínsecamente. Se encontró el perfil psicológico del ingresante para formular programas de orientación y/o reorientación psicológica y mejorar la tarea académica del alumno preuniversitario.

Se estudia la eficacia de un modelo de entrenamiento en autovalía para promover conductas resilientes y prevenir conductas violentas en grupos de jóvenes (entre 14 y 16 años).